Skip to content ↓

Week 9 w/b 22nd June

Home Learning Week 9 22/06/20


This week you are looking at money. You will recap pounds and pence, counting and estimating money, and also calculating amounts of money.   

You can find the worksheets and answer sheets in two folders on the home learning page of the school website.


LO: Write a dramatic first-hand account from a character’s point of view.  

I suggest that you do the topic lesson before you do this, to give children an understanding of the story of Osiris, Seth and Isis.

This week I would like children to choose one of the three gods mentioned above: Osiris, Seth or Isis. They need to become that character, imagine that they are them and put themselves in their shoes. I want them to retell the story from that person’s point of view. So for instance, if they choose to become Seth then they will tell the reader of their hatred and jealousy for their brother, their cunning plan to kill him and their rage when they discover what Isis is up to in trying to find Osiris. If they choose to become Isis then they will tell the reader of their heartbreak when they discover that Osiris is dead, their anger at Seth for what he has done and their quest to discover Osiris’ body parts and put them back together.

When writing in the first person, children need to remember to use I, me and my, they need to share their personal thoughts and feelings and explain what is happening now. I would like the accounts to be exciting and dramatic, and full of sensory descriptions, but I also want to completely believe that they are Osiris, Seth or Isis. Have fun!


LO: Use apostrophes to show possession.

I have included grammar on the planning this week as I am sometimes struggling to get a grammar video sorted at the minute due to childcare issues. Apologies for this. On the plus side, although we have now been off school for quite some time, we have nearly completed the entire grammar curriculum for Year 4. The only thing left to do, which is tricky, is using apostrophes for possession.

This week we will look at using an apostrophe to show singular possession i.e. something belonging to one person or one thing such as ‘The dog’s tail.’ There is one dog in this sentence (the subject) and the tail (the object) belongs to him. To show that the tail belongs to the dog, we write dog’s with an apostrophe. Without an apostrophe, dogs just means more than one dog.

Go through the power point on singular possessive apostrophes and then complete the sheets on them.

CHALLENGE: Can children  include a singular possessive apostrophe in their writing this week?


LO: To recognise that changes to an environment can be dangerous to living things and to begin to understand what can be done to reverse some of the changes.

Explain that you are going to discuss 5 different changes to environments (deforestation, urbanisation, global warming/climate change, intensive farming and nature reserves) and the impacts of these changes. Move through the PowerPoint (it has 5 colour-coded sections). When you get to slide 4, take the children outside.

Together (and only if possible!) get two trays or similar and put a mound of compost in each. In one tray, add some small plants such as cress and make sure they are well secured in the soil. Place a few monopoly houses (or similar) at the edge of the soil on both boards. The houses represent villages and the cress represents the rainforest. Explain that the tray without cress was once covered in trees and other living things. They were cut down for the wood and to clear areas to rear livestock.

Hold up a watering can. It rains a lot in the rainforest. What do you think will happen when it rains on the trees? What about when it rains on the cleared ground? Allow children a moment to discuss with you. Slowly pour water over the top of the cress mound. There should be some mud trickling out, and the houses may move a little. Do the same over the non-cress mound. This time the ground should become very unstable as there are no roots to strengthen it. It may even cause the houses to be washed away. Deforestation can have far-reaching impacts on many living things, including humans.

Return to the presentation. As you go through each slide and discuss the major changes, children can fill in the corresponding sheets in the session resources.



Children should choose one of the 5 changes that you have looked at and design an information poster to tell people about the change and what they can do to help – hedgehog highways, wildflower planting, litter picking, recycling, helping nature reserves. The poster should include: what change has happened to the environment (good or bad), what impact this has had on the living things within that environment, what we can do to minimise the danger to the living things.

Weblinks: - Clip about impact of environmental issues on our planet ; -  Why the orangutan is in danger; - Clip for teachers to demonstrate the cress hills idea (scroll down for link to cress hill content);  - Why bees need our help; -  Countryfile clip on how to help hedgehogs; - Butterfly conservation project.


LO: To learn another myth of Ancient Egypt and appreciate the fact that the Ancient Egyptians used these myths to try to explain the world around them.


Look back at the family trees from the last session & find Isis, Osiris, Horus & Seth. Read The Story of Isis and Osiris from the session resources. There are also lots of animated versions of this story on Youtube – some are longer than others and you should definitely watch beforehand to check appropriateness. Discuss the story afterwards (and discuss differences if you watched a video as well). Horus can be added to last session’s family trees.

Which other new god did children meet in these stories? Thoth. Horus is known as the god of vengeance, sky & kingship, & Thoth is the god of wisdom/knowledge. Show children the images of the two gods in session resources. Look again at the images of the other gods/goddesses that were met in the last session. Osiris is often shown with green skin to represent regeneration (new life). In early Ancient Egyptian times, Horus was known as the brother of Isis, Osiris, Seth & Nephthys, but later was considered the son of Isis. Point out that in the story Isis found all the body pieces of Osiris & joined them together & brought them back to life for one night, after which Osiris died again & was wrapped to become the very first mummy!

Explain that the Ancient Egyptians used these myths (the creation one as well as the story heard today) to try to explain the world around them – they did not have the understanding we have today of how the Earth began, the nature of the sky, why the Sun appears to move across the sky each day, etc. They felt that magic must be involved because they could not explain things in any other way.

TASK: Remind children that in Session 8 of Block C they became skilled at drawing figures in the style of Ancient Egyptians. Ask them to remind you of the details, including the six colours that were used (red, blue, green, yellow, white and black). Challenge children to draw a series of pictures to tell the story of Isis, Osiris, Horus & Seth, to which they will add speech bubbles and captions to tell the story as a comic strip in the style of Marcia Williams.

Show some examples of the illustrator and author, Marcia Williams’ work online to provide inspiration. You may very well have some of her illustrated books at home – we certainly do in school! Then ask children to colour in their pictures using suitably bright colours. Have the images of the gods (some from Session 1) available for children to remind them of skin colours, headdresses, etc.

I have uploaded some comic strip templates – there are 27 to choose from so children are bound to find something they like! The comic can be completed on one page or more if they need it.